knowledge – Jennifer's reflections 'through the looking glass'

Delving deeply into self-reflection and analysis mode

With the upcoming study visit and planning my professional placement, it was time to look inward at my professional skills, knowledge, strengths and weaknesses. This is also a timely task as I am on teacher transfer at the end of 2024, which means writing a CV and application for a new school position. I am a permanent teacher in the ACT public education system, but this year will be the first time I will be applying for teacher librarian positions not classroom teacher positions. With my Masters in Teacher Librarianship hopefully being achieved by October with the completion of ETL 512, the universe may align for me to begin my new chapter in my teaching career.

The first step was to review myself using the Foundation Knowledge, Skills and Attributes relevant to Information Professionals working in Archives, Libraries and Records Management (Australian Library and Information Association (ALIA), 2020). I highlighted some key elements amongst the 6 main principles, which from these, I colour coded similar attributes to form 4 ideals for my future development. They centred on partnerships, marketing and user interfaces, patron needs, and digital literacy and technologies.

Holland, J. (2024). *Foundation Knowledge, Skills and Attributes: key elements for personal consideration* [Screenshot]

Then I looked at the CSU Careers and Skills Hub at their resources and services to assist in analysing my confidence in seeking employment and opportunities. It was identified that I was less confident in CV and job application writing, which is accurate as I have not written a job application for over 9 years as I have been at the same school since 2015. I reviewed multiple videos and tips provided by LinkedIn Learning. Some notable areas were to:

Have clear sections with standard headings, such as work experience, education, and skills
Save it as a .doc file as it is compatible for ATS readers
Use personal descriptors (adaptable, resourceful) and powerful action words (coordinated, performed)

I uploaded my revised CV to the CV360 tool and received instant feedback on the structure, language and attributes in my CV. I re-edited and refined, adding in personal descriptors and simplifying the layout and sections. I then uploaded it once again, with the end result a clear and well-structured CV.

Next, I read through the Australian professional standards for teacher librarians (ALIA, 2004). Through the three domains of Professional Knowledge, Professional Practice and Professional Commitment, I identified several future areas to focus my development on:

1.4 Have a specialist knowledge of information, resources, technology and library management
2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes
2.4 Evaluate student learning and library programs and services to inform professional practice
3.3 Demonstrate leadership within school and professional communities
3.4 Actively participate in education and library professional networks (Australian Library and Information Association, 2004).

Condensing and synthesising it all together, my three professional goals are:

Identify and support individual and community needs through Libraries ACT’s collection development and services (acquisition and accessibility)
Explore Libraries ACT’s partnerships with the community and investigate the promotion and engagement of a diversity of users (advocacy and marketing)
Understand how Libraries ACT is responding to digital transformation and the use of digital technologies in connecting with users (digital literacies and technologies)

Finally, thinking about these goals, my current work context, personal living situation and possible future aspirations, I researched Libraries ACT to see if my goals would align with their organisation. From reading their service commitment and charter, a placement experience with Libraries ACT would be beneficial. I am particularly drawn to learning more about their community engagement, marketing, programs and events, and how they respond to patron needs with their collection development, digital system and interface. Fingers crossed I am accepted to undertake my placement here!

References

Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes relevant to information professionals working in archives, libraries and records management. ALIA. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0

Australian Library and Information Association. (2004). Australian professional standards for teacher librarians. ALIA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf

ETL402 Assessment 2: Reflective Practice

The Shire: Hobbiton, New Zealand; Author’s own photo

What a fabulous journey Literature Across the Curriculum has been! I have thoroughly enjoyed this elective and it certainly lived up to my expectations of bringing literature to the forefront of education, providing opportunities to explore the literary benefits and applications of diverse and multimodal texts in our libraries and classrooms.

Children’s literature has evolved with the information and technology environment. Reading holds the power of knowledge, however it is more than literacy skills students are gaining. In my post on Children’s Literature: reflection of professional knowledge, I explore some of my initial knowledge on the benefits of literature, trends in publishing and rise of visual texts (Holland, 2023, January 7). Studying this subject has deepened my knowledge of genres and formats, with particular learning around multi- and transliteracy. There were many terms to learn and the module readings and videos extremely helpful in developing my understanding. I created a post of concise definitions of terms for easy reference in the future (Holland, 2023, January 17).

Researching for assessments led to the discovery of substantial studies into student learning outcomes being enhanced through a literature perspective (Merga, 2022, Merga 2020, Lance et al., 2018). The examination of different reading activities and strategies during Assessment 2 was an applicable task for future teaching opportunities. Literary studies, curriculum documents and learning programs all demonstrate how reading strategies like literature circles provide students with opportunities to gain a deeper understanding of texts.. Additionally, by linking the literature focus to the curriculum, it was clear how broader capabilities such as empathy, care, values and ethical understanding enhance student learning. Further exploration of the benefits of literature through the application of diverse multicultural texts is outlined in my blog post Multicultural literature in schools (Holland, 2023, January 2). This is an area I want to expand in my school setting, to promote literature for cross-curricular learning, to embody and enrich teaching practices for a variety of societal and world perspectives and experiences.

School learning programs and libraries aim to meet the needs of users by providing access to a balanced collection of resources. Schools need to evaluate the school community to learn more about their context to effectively address the demographics and needs. Research into my school context was interesting; reading through board reports, school improvement plans and gathering statistics and data on diversity and literacy achievements. Reflecting on my school clientele in a medium to high socio-economic area, many students have a strong knowledge of, and access to, digital technologies. Schools should utilise this experience and engagement to provide opportunities for an enriching learning environment with the incorporation of digital tools (O’Connell et al., 2015). In module 4 discussions I reflect on ebooks in our school context (Holland, 2022, December 28).

Learning about interactive books, hyperlink texts and gamification has renewed my professional and personal goals of expanding the use of digital technologies in my pedagogy. As much as I love the smell of a new book and the “crack” the cover makes as you open it for the first time, I know that technology and innovation is my personal development area. I just need to give it a go – the more you delve in and use the applications, the more confident you will become.

Lance, K., & Kachel , D. (2018). Why school librarians matter: What years of research tell us. Phi Delta, 99(7), 15-20.

Merga, M. K. (2022). The role of the library within school-level literacy policies and plans in Australia and the United Kingdom. Journal of Librarianship and Information Science, 54(3), 469–481. https://doi.org/10.1177/09610006211022410

Merga, M. K. (2020). School libraries fostering children’s literacy and literature learning: mitigating the barriers. Literacy (Oxford, England), 54(1), 70–78. https://doi.org/10.1111/lit.12189

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries, The Australian Library Journal, 64:3, 194-208, https://doi.org/10.1080/00049670.2015.1048043

Buddy Reading: Preschool and Year 5 students; Author’s own photo

Multicultural literature in schools

Literature plays an important role in our education settings, from storytelling to escapism, to fostering literary experiences and imagination. Children and young adults are able to build connections, empathise and explore through narratives. Multicultural literature allows students and teachers to engage with events and diverse viewpoints of cultural groups from around the world.

Cultural diversity and inclusive education is at the forefront of 21st century education. Recognising and respecting cultural values, languages and heritage in our multicultural society begins in early childhood settings and curriculum. The Early Years Learning Framework outlines how children can participate with communities, including responding to diversity with respect, and being aware of fairness and bias, as well as how educators can promote this learning (Department of Education and Training, 2019). In the Australian Curriculum, the general capabilities and the cross-curriculum priorities (CCP) support student learning, inquiry, and interconnected skills and knowledge (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010 to present). This includes the CCP area of Asia and Australia’s engagement with Asia, which focuses on students developing their knowledge, experiences and perspectives of diverse backgrounds. The general capabilities of Intercultural Understanding, Ethical Understanding and Personal and Social capability all support students gaining understanding and empathy for the interconnections of our world and global citizenship.

There have been numerous studies into children’s literature and the inclusive narration of multicultural viewpoints. A recent research paper focused on the authenticity of literature in kindergarten and early childhood settings in Western Australia (Adam, 2021). This study highlighted the value of children’s literature in exploring diversity and inclusion, and the role of educators in mediating and facilitating culturally responsive lessons and exposure. The analysis found three key findings: book collections tend to include monocultural literature; there is restriction through educator confidence and understanding; and the effect of read aloud practices and the promotion of cultural diversity in text discussions (pp. 8-14). These results demonstrate the importance of effective pedagogical practice and cultural competency through the exploration of quality diverse mentor texts.

The lack of availability of diverse texts and educator confidence mirrors other studies into children’s literature. Access to a collection that supports a wide variety of appropriate, relevant and engaging resources is imperative for users. Inequitable access is an ongoing issue, especially of texts reflecting children and families of multicultural backgrounds. In response to the COVID-19 pandemic, a United States initiative aimed to address disconnection and home-based literacy experiences of diverse, low-income communities (Gunn et al., 2021). Results showed the importance of access to multicultural literature, with child respondents of the study noting their connections to characters, creating a sense of affirmation, representation and belonging, with one girl exclaiming, “She looks like me!… Could I have more books like that?” (Gunn et al., 2021, p. 368). Book collections need to be inclusive and representative of our global society, with cultural authenticity and accuracy at the core of selection.

In addition to the Western Australian research, an English study also identified barriers in teaching multicultural texts in schools that included teacher confidence and subject knowledge (Elliot et al., 2021). Class teacher collaboration with a qualified teacher librarian could assist and support these constraints through team planning, modelling, and expert collection knowledge and development. Educators must be supported through professional training and development to ensure cultural competencies are met.

Teacher librarians are critical to connecting readers with quality resources that examine social and political issues for empathy, understanding and acknowledgement. Using authentic and diverse literature in education assists with the examination of cultural ideologies, stereotypes and personal identity. Quality texts educate and explore the connections we have to one another and allow us to learn about the world around us.

Australian Curriculum, Assessment and Reporting Authority. (2010 to present). Australian Curriculum: F-10 Curriculum. [Version 9.0]. https://v9.australiancurriculum.edu.au/

Adam, H. (2021). When authenticity goes missing: How monocultural children’s literature is silencing the voices and contributing to invisibility of children from minority backgrounds. Education Sciences, 11(1). https://doi.org/10.3390/educsci11010032

Department of Education and Training. (2019, March 6). Early Years Learning Framework. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia

Elliot, V., Nelson-Addy, L., Chantiluke, R., & Courtney, M. (2021). Lit in Colour: Diversity in Literature in English Schools. The Runnymede Trust and Penguin Books. https://litincolour.penguin.co.uk/assets/Lit-in-Colour-research-report.pdf

Gunn, A. A., Bennett, S. V., & Peterson, B. J. (2022). “She Looks Like Me”: Putting High-Quality Multicultural Literature in Children’s Hands During COVID-19. Journal of Research in Childhood Education, 36(3), 363–380. https://doi.org/10.1080/02568543.2021.1991532

The Information Environment

Module 2: The Information Environment was an eye opening experience. This content highlighted and cemented the importance of Teacher Librarians and Educators as essential facilitators in student learning in this information rich world. We must acknowledge that our society influences how we learn and use information.

The Data-Knowledge Continuum was a key part of the readings that will impact how I teach into the future. The attributes of information including chaos, data, information, knowledge and wisdom are essential building blocks for student knowledge, and I propose, our knowledge as educators also. Understanding the continuum assists us in developing information literacy and digital learning experiences for our students so they can gain knowledge to a higher level (wisdom) to be able to make informed decisions with the data presented to them.

Our information society is all-encompassing. The fact that information can impact the economy and be a traded good is an intriguing concept highlighted in the readings. Recognising this impact and combining it with the amount of ‘free’ information available on the internet, our role as educators is an important one as students research and navigate the world of bias, validity and authenticity.

The evolving technology landscape allows our students to connect with information that is readily accessible and on highly interactive platforms. However, this digital environment is extremely dense and continually changing. As Teacher Librarians, we must be a reliable source of guidance and knowledge ourselves, and teach a range of critical analysis and digital literacy skills, in order to assist our students through this complex information landscape.

Oddone, K. (2022). Data, Information, Knowledge, Wisdom. [YouTube video].
https://youtu.be/9i3_soqoC00

Wideman, R. M. (2008). The Information Hierarchy. [Powerpoint slides]. http://www.maxwideman.com/issacons/iac1013d/sld004.htm